Emily Chan
In addition, preschool-aged children in an ethnic minority group played outside less overall than kids described as white. Children living in rural areas also spent more time playing than those in urban areas.
The results of the study have led the research team to launch a play improvement program for schools to see if it would benefit children’s mental health.
The program was implemented in eight primary schools across the United Kingdom. A special mentor was assigned to each school to introduce more stimulating and risk-taking play in a safe environment.
Some teachers have already reported seeing improvements in the children. According to Ruth Noall, the head teacher at Peasedown St. John Primary School in Somerset, “the positive impact was instant.”
Before the program was introduced, the children didn’t seem to know what to do when it was time to play.
“There were large games of chase or lots of standing around. Children’s behavior, as a result, was often poor after playtimes, and we spent a lot of time dealing with the fallout,” said Noall.
“Now, we have zones with different types of play and children gravitate towards the zone which best suits and interests them.”
The study was published in the Journal of Physical Activity and Health.
